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Compose and Create: creating melodic variations based on a theme

Compose and Create: creating melodic variations based on a theme

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Why this why now

This unit is a culmination of all compositing skills learnt during key stages 1 and 2. The pupils bring to this their knowledge of tonality, including major, minor, pentatonic and a set raag. They understand music can be structured and have used structures including call and response and ternary for example. They understand various ways to notate music including rhythm grids and simplified staves. They are now able to explore the creation of variations using all their musical knowledge and skills to date.

Prior knowledge requirements

  • Pupils have had lots of experience playing tuned instruments.
  • Pupils have an established routine for using classroom percussion purposefully in a lesson.
  • Pupils have listened, studied and composed across a wide range of musical genres and tonalities.
  • Pupils know that rhythm is the pattern of sounds and silences.
  • Pupils know that pitch is how high or low the note sounds.
  • Pupils know that timbre is the unique quality of sound made by an instrument.
  • Pupils know that structure is how a piece of music is formed or organised into sections.
  • Pupils understand that music can be notated to replicate a performance and have used various forms of notation.

Threads

Why this why now

This unit is a culmination of all compositing skills learnt during key stages 1 and 2. The pupils bring to this their knowledge of tonality, including major, minor, pentatonic and a set raag. They understand music can be structured and have used structures including call and response and ternary for example. They understand various ways to notate music including rhythm grids and simplified staves. They are now able to explore the creation of variations using all their musical knowledge and skills to date.

Prior knowledge requirements

  • Pupils have had lots of experience playing tuned instruments.
  • Pupils have an established routine for using classroom percussion purposefully in a lesson.
  • Pupils have listened, studied and composed across a wide range of musical genres and tonalities.
  • Pupils know that rhythm is the pattern of sounds and silences.
  • Pupils know that pitch is how high or low the note sounds.
  • Pupils know that timbre is the unique quality of sound made by an instrument.
  • Pupils know that structure is how a piece of music is formed or organised into sections.
  • Pupils understand that music can be notated to replicate a performance and have used various forms of notation.